Process could be conceptualised as “sense-making” activities that create opportunities for students to understand, acquire, and internalise content. According to students’ different readiness levels, interests, and learning profiles, teachers could differentiate process in the following ways: (i) providing students with analytical, practical, and creative tasks that lead to the same learning outcomes; (ii) providing students with clear and specific task directions and flexible time arrangements; (iii) designing tiered activities and supplementary materials; (iv) allowing multiple options for students to explore learning content; (v) encouraging students to work together or independently and grouping students according to students’ readiness, interests, and learning profiles; (vi) providing students with a systematic learning structure through examples, peer tutoring, mini-workshops, and personalised feedback; (vii) encouraging students to suggest other learning modes and to co-design learning tasks (Sousa & Tomlinson, 2018; Tomlinson, 2003, 2017; Tomlinson & Allan, 2000; Tomlinson & Eidson, 2003; Tomlinson & Imbeau, 2010; Tomlinson & Moon, 2013; Westman, 2018).